Cited by 37Writing and Handwriting EducationBehavioral and Psychological StudiesEducational Assessment and Pedagogy

The Predictive Validity of CBM Writing Indices for Eighth-Grade Students

Amato, Janelle M., Watkins, Marley W.·2011·The Journal of Special Education

Abstract

Curriculum-based measurement (CBM) is an alternative to traditional assessment techniques. Technical work has begun to identify CBM writing indices that are psychometrically sound for monitoring older students’ writing proficiency. This study examined the predictive validity of CBM writing indices in a sample of 447 eighth-grade students. Regression analyses revealed that simple fluency measures were not adequate for assessing secondary students’ writing. A more complex fluency measure, the number of correct punctuation marks, and an accuracy-based measure, the percentage of correct word sequences, were the best predictors of a written expression test for eighth-grade students. However, overall results of the current study provided only limited support for the use of CBM to assess writing skill at the secondary level.

Integrity signals

Registry

Crossref · 10.1177/0022466909333516

Cites

49 of 49 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Authors
Amato, J. M., & Watkins, M. W.
Affiliations
Arizona State University (US)
Corresponding author
Amato, Janelle M.
Venue
The Journal of Special Education
Published
2009-03-27
Volume
44
Issue
4
Pages
195-204
ISSN
  • 0022-4669 (ISSN-L)
  • 1538-4764
OpenAlex
W2103820569
Cited by
37
References
49
Citations by year
2025: 2 · 2024: 1 · 2023: 1 · 2022: 2 · 2021: 1 · 2020: 3 · 2019: 1 · 2018: 3 · 2017: 2 · 2016: 5 · 2015: 6 · 2014: 4 · 2013: 2 · 2012: 4
FWCI
5.67
Type
journal article
Language
en
Open access
closed
Locations
The Journal of Special Education (publishedVersion)
Topics
  • Social Sciences › Education › Writing and Handwriting Education
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Education › Educational Assessment and Pedagogy
Keywords
curriculum-based measurement, writing assessment, predictive validity, writing fluency, written expression, eighth grade students, high school students, writing skills

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review